Lately, I've felt the stress creep in. Looking at the calendar, the timing is about right. School is in full swing, the breaks are few and far between (no fall break for my school district), the work is piling up. Oh, and the gloss of "this is all new and shiny!" is wearing off. Kids are getting tired. Their work is getting harder. You get the idea and if you are a teacher, you know what I mean because you are living it. That's not to say I don't love my job. I do -- I love it to the tips of my little dressy flats --, but if you pour your soul into this job the way the work demands, it's stressful. It just is. So as teachers, we have to not only constantly work to create the best lesson and to build lasting relationships with our students, but also to keep stress in check so that we can be our best selves -- the selves our students need. So this week, I've taken a deep look at mindfulness as a way to combat the stress both in my own life, but also in the lives of my students. Here's what I discovered along the way.

I've found over the years that if I don't process what I have learned I am far less likely to use new information. I am determined to integrate more mindfulness practices into my teaching so I made this sketchnote about this week's Take5 to solidify my thinking. Plus, it's a reminder that I can put in a prominent place (maybe in my classroom or by my bedside table) to remember to teach and act mindfully. I also want to promote sketchnoting as an activity to destress. It allows me to stop and take time for my own learning. So here's my sketchnote: ​

How do you bring calm to your classroom and teaching? Have ideas for combating stress? Please share them! We'd love to hear from you.

Early in the school year, our Reading team approached my co-librarian Susanna and I asking if they could regularly bring their students to the library for a quick lesson and book checkout. We jumped at the chance to develop this natural partnership and began to plan the first skills lesson: visualization. We chatted with our reading colleagues, did some searching on the web, and pulled together several different activities for our students with the goal of encouraging them to use all of their senses. These strategies could be used on one day or split apart to re-emphasize the skill over several days.

LISTEN: Audio Clips​Our first task involved audio clips. First, to model the task, we played an audio clip of beach and ocean sounds, encouraging the class to simply be mindful and listen for about 20-30 seconds. Then, I talked through my own visualization (seeing the aqua blue waves rolling in, dolphins leaping in the distance, palm trees waving at the shore, feeling the warm sand between toes and the hot sun on my face, smelling the salty ocean air, hearing the tropical birds and the water hitting the beach...).

Next, we had students put their heads down and listen to an audio clip of a busy city. After 20-30 seconds, we asked students to pick their heads up and draw pictures of what pictures they saw in their minds as they listened. If students didn't feel comfortable drawing, they could also write down descriptive words that came to mind.

(Tip: you can use YouTube videos as audio clips -- embed the video with good sound effects into a Google slide and make the viewer tiny in a corner of the slide. Boom! It becomes an audio clip instead of a video clip. This is key in a visualization activity).

TOUCH: What's in the paper bag?

We gathered a collection of stuffed animals and put each one into a paper bag. Without peaking, students reached into a bag, felt around for a bit, and then attempted to draw what they thought was inside the bag -- using creativity, color and details. Once finished, students shared their drawings and then pulled the animal out of the bag -- it was really fun to compare their imaginative art with the actual stuffed animals.

TEXT: Read aloud

​Next, we asked our students to work through a more traditional visualization exercise. My co-librarian selected several passages from Jane Yolen and John Schoenherr's beautifully lyrical picture book Owl Moon​. Students were asked to listen as she read aloud and then draw what they visualized in their heads. I loved seeing the different aspects of the passages that jumped out at students -- some drew footsteps in the snow, others focused on the hooting owl.

TEXT: Independent Reading​Finally, we asked students to consider text once again -- it was close to Halloween and we found a good passage about a haunted house. We read it aloud and gave students a print copy, encouraging them to underline the descriptive words on their papers as they read along. ​Using the specifics in the text, students illustrated the text.

There are lots of other ways to teach kids to visualize as they read -- what strategies do you use?

This week we're reading about reading -- the value of having lots of books in your home as well as reading instruction. We're mulling over specific strategies to access the strengths of students, looking at ways to get ALL students actively involved in learning, and thinking about teacher burnout. So take five minutes and check it all out!

A recent article from Smithsonian Magazine discusses a study that emphasizes the impact of growing up surrounded by books -- those who do have higher levels of proficiency in literacy, numeracy, and information communication technology. (An aside: I wonder if the same holds true for those who may not have lots of books in their house but rather frequent the library?)

In today's BubbleUp Take10, we are thrilled to feature our friend and former colleague, Lenny Compton. Lenny is the proud Principal of Simpson Middle School in Loudon County, Virginia. Lenny's philosophy that teachers, administrators, librarians, and every adult who works in a school should have a singular focus -- to do what's best for kids -- makes him an incredibly effective leader. He doesn't just talk the talk. He walks the walk. So take ten minutes and get to know, Lenny. He always inspired us to do our best work. We know he'll inspire you too.

Lenny ComptonJob: PrincipalYears in Education: 12th year (2nd year as principal, 5 years as an assistant principal, 5 years of classroom teaching)Location: Simpson Middle School, Leesburg, VA (Loudon County Public Schools)

1. ​Why education?​Why not education? What other profession has such a significant impact on the future and the present? Besides my parents, grandmother, and a few neighbors, educators made the most indelible impact on my life. We inspire, support, and positively influence generations!

2. ​What is your education mantra?​Borrowed from Paul Pack: "99% of being a principal is using common sense and trusting really talented people."

3. ​What is your morning routine?​I try to have an hour to myself. I read something inspirational to start my day, then write down my goals (and check the ones that I'd hoped to accomplish the previous day). Then I walk the building to connect with my team (APs, Deans, and Counselors) to see how I can help them. After that, I touch base with front office staff to see what support they need. Beyond that, it should be time for the students to arrive.

4. What is your favorite lesson of all time?I worked with students from my hometown during the summer of 2009, and we read "Notes of Native Son" by James Baldwin. My students had to pre-write a letter to their fathers before we read it. After we read the short story, students had to re-write their letters. I've never seen such a transformation in my life. Many of the letters brought me to tears because the many of the students gained such an amazing perspective. ​

5. If you could change one thing about school's what would it be and why? I would want to incorporate more trips to experience real life. School should not be considered the only place to learn. The world is where we learn, so we should go into the world (our local areas) and learn more about it. ​

6. What three words would you use to describe your day as an educator?Unpredictable; curious; rewarding.

7. What's one education related hack that you can offer to our readers?I am still learning how to hack education!

8. What's one piece of advice you would give to new educators?​Connect with other educators! A good way to do that is through your PLN -- personal learning network. Their is such a wealth of information and resources available to you. Don't try to do it alone! (BubbleUp Classroom Note: You can connect with Lenny on Twitter @ldacompton!)

9. What do you hope students and colleagues will say about you one day at your retirement party?They could trust me to give them an honest answer, and that they always felt unconditionally supported to pursue their passions. ​

10. What are you reading, watching, listening to, or following these days? ​I'm listening to Serial, the podcast -- this season is quite thought provoking. And it gives my mind a break from thinking about school.

One of the things I love best about teaching is that my teaching practice evolves constantly as I learn what works best for kids. Teachers are always searching for education's holy grail -- the activity, the lesson, the strategy that will help students do their best work, their best thinking. In last week's post, I briefly touched on a video I recently came across. It focused on low-stakes writing (or writing to learn). If you haven't seen it, you can (and should!) watch it here.

I have always engaged my students in low-stakes writing (you probably have too) but I certainly didn't call it that and I also don't think I approached low-stakes writing in a very deliberate way. After seeing the work of teachers in the video, I want to change that. So now I am on another teacher quest -- searching for resources (and thinking of resources I already have) to up my low-stakes writing game. I decided that what I really needed was a one page menu of low-stakes writing activities that I could choose from at any given time. So with Gretchen's help (she missed her calling as a graphic designer), I made one (The Write to Learn Cafe Menu). I heart it....and plan to hang it by my laptop as a constant reminder to incorporate low-stakes writing into my lessons this year.

So I hope you'll use it, change it, share it, add to it. Make it yours. But most of all keep it handy so that you can refer to it easily and often. And I will be sure to check in with you once I have implemented more of these strategies to let you know how it works for my students.​-Corey

This week's Take5 touches on writing to learn and the power of science fairs. Plus, we highlight ways to bring the Midterm Elections to life for your students and outline the steps one state is using to teach kids about mental health (and remove the stigma surrounding it). And to finish: an eloquent story about libraries and how they represent the legacy so many of us work toward in life. So pour a cup of coffee or tea, put your feet up, and read Take5 for a little educator inspiration.

As part of an ongoing literacy project, our school is focusing on writing across content areas. In my search for resources, I came across this video from Edutopia. The featured school's approach to writing really resonated with me and I especially loved framing certain writing activities as "low-stakes" writing.

It's so easy to run into brick walls as a teacher. This story shows how one Oklahoma teacher never gives up -- battling obstacles (decreased funding, four day school weeks, and standardized testing) to get her students interested in science at an early age. Her secret: the science fair.

This article, entitled Seven Ways to Teach the Midterms, from the New York Times Learning Network caught my eye. I especially liked the way the ideas came straight from teachers, complete with resources to use in your own classrooms.

Teachers know that mental health is an issue for so many of our students. I was heartened to read that New York is mandating a mental health curriculum, one aimed at helping kids know how to respond to their emotions and feelings. You can learn more here.

Lastly, I hope you will read this lovely piece by Susan Orlean: Growing up in the Library, featured in this week's New Yorker Magazine. The last paragraph left me with just the inspiration I needed in a crazy, hectic week of teaching and learning. I needed the reminder. Perhaps you do too?

Longtime readers of BubbleUp Classroom may recall that my secret librarian admission is that I'm not a huge fan of book talking. In a quick conversation with a student, I may offer short book talks, describing a few titles at the shelf. However, book talking five books to a class of 30 students, leaves 25 of those students without one of those compelling reads. So, I'm constantly looking for other ways to share books with kids -- ways that get as many books as possible into their hands, giving them lots of choices. This posts offers a few strategies to work into your routine as you aim to connect readers with great books.

Musical BooksThis is a quick, low-prep activity. First, pull together a cart of books and put a sticky note on each one. Then, arrange the chairs in a circle, enough for an entire class. On each chair, place a book and a pencil. Students start at one chair, with about 30 to 45 seconds to look at the book on the chair. If a student likes a book, she writes her name on the sticky note and puts it under the chair. Then, start music (popular songs middle school students will like) and have the kids move around the outside of the ring of chairs. While they're circling, add new books to any empty chairs. When the music stops, students settle in a different chair and look at another book. After 5 or 6 rounds, most kids have found at least one title they'd be interested in reading and many have discovered more than one. Students grab their books of interest from under the chairs and cozy up in the library to explore them further.

First LinesAhead of time, gather a selection of books. Type out the first sentence of each book on a slip of paper. Put 8 to 10 books with first line slips at each table. When students arrive in the library, ask them to sit at tables in groups of 4 or 5. Challenge them to match the first line with the book -- they can look at the cover and the back of the book, but they cannot open the book to peek! After about 5 minutes, they can check their work by opening the books! Rotate through 3 or 4 tables.

#SixWordBookReviewAnother easy-to-implement way to get the kids involved, is to have them share books with each other. First, model several easy #SixWordBookReview examples -- books that kids will have read and recognize. Then, task students with finding a book they have read on the shelves in the library. Upon finding their book, they write a #SixWordBookReview on a bookmark -- six words and only six words. Build in time for sharing out before displaying the books (with accompanying reviews) on a central table for all to see and check out.

Sticky Note KeywordsThis idea comes by way of my librarian friend and colleague, Leslie. It requires a bit of work in advance, but it's not overwhelming. Before classes arrive, pull some interesting titles. Add a sticky note to the cover with THREE words describing the book -- just three adjectives. Then, set the books out for students to peruse. I like to use a variety of sticky note colors to make the set-up more visually appealing. And, the best part about this strategy is that it's perfect on a day when there isn't time for a lesson. A class that might be popping in for ten minutes (just for checkout) can engage with a table of books and, thanks to these sticky note keywords, quickly find something great to read.

This week's Take5 addresses lots of different things that I have been thinking about lately: the value of mindfulness for teachers, removing behavior charts from classrooms (which, perhaps, are quite the opposite of mindfulness), and what teaching content looks like in our present information-rich world. Are skills like critical thinking and creativity becoming more important than content? I read an interesting approach to the issue of time (specifically the time to innovate) in education. And finally, practical tips for supporting teens with better sleep. Happy Tuesday!

Thankfully, I think that my own children are past the age of behavior charts. Those years were tough, especially with my oldest who would obsess about being on green or yellow or (yikes) red. An article from Educational Leadership encourages all teachers to tear down your behavior chart and shares the "why" as well. Make this move in your classroom today.

George Courous' insightful post discusses a pressing issue in the education field: the idea that educators don't have TIME to innovate, addressing it from both the perspective of an administrator and that of a teacher. Read his article and then find the time to be an innovative educator.